School District No. 67 (Okanagan Skaha) School Growth Plan Margaret School Growth... · School...

“Spirals of Inquiry for equity and quality”

Judy Halbert and Linda Kaser

School District No. 67 (Okanagan Skaha)

School Growth Plan

SD67 Okanagan Skaha Date: January 2017 2017 School Growth Plan

School: Princess Margaret Secondary

School Context: Princess Margaret opened in 2002 with the first graduating class convocation in June of 2004. Currently, school enrollment is approximately 525 students from Grades 9 to 12. This number includes a growing international student population with students from over 10 countries. Our school community also includes a significant First Nations’ population and the school is located within the traditional lands of the Okanagan Nation. The staff comprises of three administrators, 32 teachers, 2 counsellors, 12 educational assistants, 2 full-time office staff, 1 library assistant/clerical support worker and 4 custodians. Inquiry Question: What do you think is driving your plan for student success? The past year has been an exciting one at Princess Margaret. The staff identified a desire to culminate the learning they had undertaken over the last couple of years and move in a new educational direction. Many of the staff was involved in two important professional activities that shaped the way in which they wanted to move. The first was “Through a Different Lens.” During their work, the staff focused on their relationships with students in order to better understand their needs, and by doing so hope to assist them in attaining academic and personal success. The second was “Assessment For Learning”. By transforming their assessment tools and meeting students where they are, teachers used assessment as a means by which to develop a dialogue with students regarding their progress. Our goal(s); we will Scanning: (What do you know about your students – their successes and challenges - what’s going on for them?) Successes The graduation rates at Princess Margaret have increased over the last five years. Students see the value of education and most graduates continue on to postsecondary studies. Students find success outside of the classroom as well. Leadership students plan and organize events throughout the year, including Grade 9 orientation, the Muscular Dystrophy Bus Pull fundraiser, sustainability projects and breakfast program. Athletics is also a way in which students build skills in the various sports as well as learn to develop teamwork.


Challenges Students often have difficulty in connecting what they study and learn in one discipline with what they study and learn in other disciplines. Even within a single subject area, we noticed that students don’t always transfer knowledge, build upon what they learn or readily apply what they have learned. We also want students to be more self-reflective and independent. Focusing: (Identify the most important work you can do to improve the success of your students. On which key areas of learning will you focus?) Evidence/Data to support: We started the year by introducing and implementing the International Baccalaureate (IB) Middle Years Programme. The investigation of such a significant shift began with the Department Heads reading, studying and discussing the MYP and considering the benefits such a program would have at the school. A secondary group of interested teachers formed an IB Working Group to spearhead the work that is needed to apply to become an IB Candidate school. The IB Working Group looked at the MYP model and determined that the success of IB schools around the world, the way the MYP approaches learning, assess students and develops internationally-minded young people was evidence enough to pursue candidacy. Several whole-staff presentations, discussions and workshops were initiated in order to determine whether or not to ask the School Board to approve our candidacy. The work with staff culminated in a survey that asked if the school, for the benefit of the students, should become an IB World School. The survey respondents were teachers and educational assistance. All but three individuals took the survey and 100% or those who did agreed that Princess Margaret should apply to become an IB World School. Key Learnings: In going through the process of becoming an IB candidate school, the staff has come to understand the importance of consistency and continuity. To that end, several recommendations have been made by the IB Working Group. First, common language in terms of assessment is critical. Using only the terms “formative” and “summative” assessment for all work done by students is essential in creating the desired learning environment. Second, vertical planning within subject areas is critical so that a continuum of learning is created. Third, horizontal planning between subject areas is also critical so that inter-disciplinary units are created in order for students to understand that there are many themes that apply to all areas of study. Developing a Hunch: What is leading to this situation? As aforementioned, bringing the IB-MYP to our school is the confluence of all the work the staff has done since its creation 15 years ago. Although much work lies in front of us, IB-MYP is a natural extension of what has already been achieved at our school. So, perhaps it is more of a conviction than a hunch. However, it will be on this new journey that we believe we will discover how to most effectively bring the IB philosophy and the Princess Margaret culture


together in order to create something very transformative and powerful at our school. This is our hunch. New Professional Learning: (Summarize new areas for professional learning and how you will go about designing new learning for yourself and your staff that will impact your learners.) The staff has spent all of its collaborative time investigating the Middle Years Programme (MYP) of the International Baccalaureate Organization (IBO). Four staff members have already, on their own time, been trained in some elements of the MYP. Training will be required for all teachers and a plan to train and mentor our staff is underway. The IB training is varied, rich and ongoing. There is not end point, no finish line in IB. Much of our Pro-D days will centre on IB professional development in areas of instruction, assessment and collaborative planning. Taking Action: What will you do differently? Starting in September, all teachers of Grade 9 and 10 classes will begin to implement the delivery model prescribed by the IBO. We will have an advisor, assigned to us by the IBO, who will assist us in the “how-tos” of the MYP implementation. We will start with unit plan development, IB assessment and preliminary work in developing team whose focus is on vertical and horizontal planning. Check: Have we made enough of a difference? How do we know? Although full implementation and authorization is several years away, teachers have already begun to use IB in their classes. A number of teachers have begun to use the IB rubrics. In doing so, they have initiated the process of moving away from traditional means of assessment, such as percentages and letter grades on all assignments, to “levels.” In IB all formative and summative assessments are on a scale from 0 to 8. And in each subject area, there are four criteria by which students are assessed (see Diagram 1). Communication Strategies: (How will you communicate your inquiry and your results to the school community?) Throughout the process of working towards applying to be an IB Candidate School, we have informed parents through the school’s Parent Advisory Council (PAC) and a district committee that included parents. PAC, as well as IB information sessions will be held to update parents, instruct them on how to understand IB assessment in order for them to engage more fully in their children’s education.


Parental/Community Involvement: (How will you work together as a school community to do this work?) Throughout the implementation of the MYP, parents will be invited to information sessions that

will explain how the curriculum delivery model will be altered to better serve their students’

needs. Having parents understand the framework, strategies and assessment practices,

including report cards is vital to the overall success of the program. In educating parents on all

aspects of IB will change the conversation parents will have with their children. So much more

information is provided to students and parents throughout the year. The “language” of IB

greatly assists in having constructive, meaningful and deep conversations about what students

are learning and how they can attain a high degree of competence, mastery and expertise. Connection to the District Goals: (How does this plan connect to our district goals?)

1. IB fits well with indigenous ways of knowing and understanding. Students are not “marked” on how quickly they learn but on how they demonstrate their understanding in their summative assessments. IB assessment is not an accumulation of scores but rather a progression where students produce evidence of their learning.

2. IB methodology is designed to meet students where they are. Students are engaged in much self-reflection and are given constant feedback, through formative and summative assessment; the end goal being the creation of more competent, well-rounded students. IB schools have very high levels of successful completion (graduation) because students take more ownership of their learning.

3. Differentiate approach to instruction in IB also assists both the student who has special needs or who struggles in certain subject areas because the way students are assessed. Students are encouraged to demonstrate understanding through a variety of assessments, not simply through traditional tests and major exams.

Connection to the 7 Principles of Learning: (How do each of these principles align with your plan?)

1. Learners at the centre

The MYP philosophy has students at the centre of all curriculum development (see Diagram 2)

Teachers of the MYP work collaboratively with other teachers within their subject areas to continually assess what will work best for students year-to-year. Teachers also work with teachers from other subjects to develop inter-disciplinary units in order for students to bring their learning together and see first-hand the interconnectedness of their studies.

2. Social nature of learning

The MYP focusses on creating collaborative environments whereby students work together, as part of a collective. This extends beyond the immediate classroom as students take on both a Community Project and a Personal Project (a capstone project in their last year of the MYP). And even in the Personal Project students are given the option to work in pairs or groups.


3. Emotions are integral to learning

The MYP is designed to develop important characteristics, known as the Learner Profiles. (see Diagram 3)

Focusing on the ten learner profiles, along with the school’s own Code of Conduct (for Princess Margaret that is Pride is in the AIR – Accountability, Integrity & Responsibility) creates a sense of belonging and well-being

4. Recognizing individual differences

The MYP recognizes individual differences and acknowledges students’ natural strengths and the development of new strength through the Approaches to Learning (see Diagram 4)

5. Stretching all students

The MYP utilizes inquiry as the bases for study (see Diagram 5).

The MYP emphasizes the importance of international mindedness. The natural result of thinking beyond your own, local context by definition stretches students to look at other ways of learning, challenging your ideas and opening your mind to concepts and ideas that are foreign to your own

6. Assessment for learning

The MYP views assessment as the tool by which we encourage students to learn, not discourage them through the negative connotations that percentages hold. As an example, the MYP report card was designed so that students and parents get very specific feedback as to how the student is “trending” throughout the course (see Diagram 6). The MYP actually strives to make Assessment As Learning. Assessment is not what comes at the end. It is continuous, thoughtful and the means by which students begin to truly understand themselves as learners. It is through that knowledge, both from the teacher and through self-reflection, that students can begin to appreciate their strengths and address their challenges.

7. Building horizontal connections

As aforementioned, interdisciplinary study is a hallmark of the MYP. Teachers at our school have been doing this for years, albeit somewhat limited. Over the coming years, we will develop a network of connections that will link every subject area in the school.

Diagram 1 (following 8 pages)


MYP COURSE DESCRIPTIONS

LANGUAGE AND LITERATURE (LANGUAGE ARTS/ENGLISH) The MYP Language and Literature builds on the students’ previous experiences in language learning. The following is a list of some of the aims of Language and Literature in the MYP. Students are encouraged and enabled to:

Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction

Develop skills involved in listening, speaking, reading, writing and viewing in a variety of contexts

Develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts

Engage with text from different historical periods and a variety of cultures

Explore and analyze aspects of personal, host and other cultures through literary texts

Assessment:

Criterion A: Analyzing Students are assessed on their ability to deconstruct text in order to identify important elements and meaning. Analyzing involves demonstrating an understanding of an author’s choices, relationships between the various components of text and making inferences. Criterion B: Organizing Students are assessed on their ability to organize their ideas and opinions in a clear and coherent manner. They recognize the importance of academic honesty and respecting intellectual property rights by referencing all sources accurately. Criterion C: Producing Text Students are assessed on the production of written and spoken work that focuses on the creative process. They explore and appreciate new and changing perspective and ideas. Criterion D: Using Language Students are assessed on their use of accurate and varied language with their written, oral and visual text.


LANGUAGE ACQUISITION (FRENCH) The MYP Language Acquisition provides students with opportunities to develop insights into the features and processes of language and the concept of culture. Students also realize that there are diverse ways of living, behaving and viewing the world. The acquisition of language is valued as central to developing critical thinking and is considered essential for the cultivation of intercultural awareness and international mindedness. The following is a list of some of the aims of MYP Language Acquisition. Students are encouraged and enabled to:

Gain proficiency in an additional language while supporting maintenance of their mother tongue

Develop a respect for, and understanding of, diverse linguistic and cultural heritages

Develop the students’ communication skills necessary for further language learning

Enable students to understand the nature of language and the process of language learning

Enable students to recognize and use language as a vehicle of thought, reflection, self- expression and learning

Assessment:

Criterion A: Comprehending Spoken and Visual Text Students are assessed on their ability to identify basic facts, messages, main ideas and supporting details in visual and spoken text. Students engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making personal responses. Criterion B: Comprehending Written and Visual Text Students are assessed on their ability to read for specific purposes and show understanding of written and visual texts. They recognize basic aspects of format and style and the author’s purpose for writing. Criterion C: Communicating in Response to Spoken, Written and Visual Text Students are assessed on their ability to respond appropriately to simple short phrases and interact in simple and rehearsed dialogues using verbal and non-verbal language. They also use basic phrases to communicate ideas, feelings and information. Criterion D: Using Language in Spoken and written form Students are assessed on their ability to write and speak using a basic range of vocabulary and grammatical structures. When speaking, students demonstrate clear pronunciation and intonation.


MATHEMATICS The MYP Mathematics aims to equip all students with powerful universal mathematical language, analytical reasoning and problem solving skills that contribute to the development of logical, abstract and critical thinking. The following is a list of some of the aims of MYP Mathematics. Students are encouraged and enabled to:

Develop an understanding of the principles and nature of mathematics

Develop logical, critical and creative thinking

Apply and transfer skills to a wide range of real life situations, other areas of knowledge and future developments

Develop confidence, perseverance, and independence in mathematical thinking and problem solving

Appreciate the contribution of mathematics to other areas of knowledge

Develop the ability to reflect critically upon their own work and the work of others.

Assessment:

Criterion A: Knowing and Understanding Students are assessed on their ability to use their knowledge and to demonstrate their understanding of the concepts and skills learned in class. Criterion B: Investigating Patterns Students are assessed on their ability to select and apply appropriate inquiry and mathematical problem solving techniques. Through the use of investigations, teachers challenge students to experience mathematical discovery, recognize patterns and structures, describe these as relationships or general rules, and explain their reasoning using mathematical justifications and proofs. Criterion C: Communicating Students are assessed on their ability to use appropriate mathematical language and use different forms of mathematical representation (i.e. diagrams, tables, charts etc.). This encourages students to use the language of mathematics and its different forms of representation to communicate their findings and reasoning effectively, both orally and in writing. Criterion D: Applying Mathematics in Real Life Contexts Students are assessed on their ability to reflect upon their processes and evaluate the significance of their findings in connection to real-life contexts. Reflection allows students to become aware of their strengths and the challenges they face as learners.


SCIENCE The MYP Sciences aims to develop students as scientifically literate inquirers who are able to think critically and creatively to solve problems and make decisions affecting themselves, others and their social and natural environments. The following is a list of some of the aims of MYP Sciences. Students are encouraged and enabled to:

Understand and appreciate science and its implications

Consider Science as a human endeavor with benefits and limitations

Cultivate analytical, inquiring and flexible minds that pose questions, solve problems construct explanations and judge arguments.

Develop skills to design and perform investigations, evaluate evidence and reach conclusions

Build an awareness of the need to effectively collaborate and communicate

Develop sensitivity towards the living and non-living environments

Assessment:

Criterion A: Knowing and Understanding Students are assessed on their ability to explain scientific knowledge and apply that knowledge to solve problems. They will also be assessed on their ability to analyze and evaluate information to make scientifically supported judgments. Criterion B: Inquiring and Designing Students are assessed on their ability to explain a problem or questions to be tested by a scientific investigation and their ability to formulate a testable hypothesis and explain it using scientific reasoning. They will also be assessed on their ability to explain how to manipulate variables and design scientific investigations. Criterion C: Processing and Evaluating Students are assessed on their ability to present collected and transformed data, interpret data and explain results using scientific reasoning. They will also be assessed on their ability to evaluate the validity of a hypothesis, evaluation of the validity of a method and their ability to explain improvements or extensions to the method. Criterion D: Using Language Students are assessed on their ability to explain the ways in which science is applied and used to address specific problems and their evaluation of various implications of the use of science. Students will also be assessed on their application of communication modes and documentation of the work of others and sources of information used.


INDIVIDUALS AND SOCIETIES (SOCIAL STUDIES) The MYP Individuals and Societies (I&S) encourages students to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social religious, technological and cultural factors that have an impact on individuals, societies and environments. The following is a list of some of the aims of MYP Individuals and Societies. Students are encouraged and enabled to:

Appreciate human and environmental commonalities and diversity

Understand the interactions and interdependence of individuals, societies and the environment

Identify and develop a concern for the well-being of human communities and the natural world.

Act as a responsible citizen of their local and global communities

Develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.

Assessment:

Criterion A: Knowing and Understanding Students are assessed on their ability to use vocabulary in context and demonstrate their knowledge and understanding of the content being studied through developed descriptions, explanations and examples. Criterion B: Investigating Students are assessed on their ability to explain the choice of a research question and their ability to follow an action plan to explore that question. They will also be assessed on their collection and recording of relevant information and their reflection on the process and results of their investigation. Criterion C: Communicating Students are assessed on their ability to communicate information and ideas with clarity and their organization of information and ideas effectively for the task. They will also be assessed on their ability to list their sources of information in a way that follows the task instructions. Criterion D: Thinking Critically Students are assessed on their ability to identify the main points of ideas and their use of information to justify an opinion. They will also be assessed on their ability to identify and analyze a range of sources/data and their ability to identify different views and their implications.


PHYSICAL & HEALTH EDUCATION The MYP Physical and Health Education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. Physical and Health Education fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. The following is a list of some of the aims of MYP Physical and Health Education. Students are encouraged and enabled to:

Use inquiry to explore physical and health education concepts

Participate effectively in a variety of contexts

Understand the value of physical activity

Achieve and maintain a healthy lifestyle

Collaborate and communicate effectively

Build positive relationships and demonstrate social responsibility

Reflect on their learning experiences

Assessment:

Criterion A: Knowing and Understanding Students are assessed on their ability to communicate their understanding of physical health education related knowledge using appropriate vocabulary. Criterion B: Planning for Performance Students are assessed on their ability to create sequences of movement using skills learned in class as well as the principles of athletics. Criterion C: Applying and Performing Students are assessed on their ability to recall and apply a range of skills and techniques effectively. Criterion D: Reflecting and Improving Performance Students are assessed on their ability to communicate their reflections on their achievements and set goals. They identify and demonstrate strategies to enhance interpersonal skills.


ARTS (VISUAL/PERFORMING) The MYP Arts provides students with opportunities to function as artists, as well as learners of the arts. Arts stimulates imaginations, challenges perceptions and helps students develop creative and analytical skills. Arts in the MYP consists of Visual Arts, Music, Dance, Drama and Media Arts. The following is a list of some of the aims of MYP Arts. Students are encouraged and enabled to:

Create and present art

Develop skills specific to the discipline

Engage in a process of creative exploration and self-discovery

Make purposeful connections between investigation and practice

Understand the relationship between art and its contexts

Respond to and reflect on art

Deepen their understanding of the world

Assessment:

Criterion A: Knowing and Understanding Students are assessed on their knowledge and understanding of the art form studied in relation to societal, cultural, historical or personal contexts. They communicate a well-developed critical understanding in the context of their own work. Criterion B: Developing Skills Students are assessed on their development and application of the skills and techniques of the art form studied. Criterion C: Thinking Creatively Students are assessed on their ability to identify and communicate an artistic intention. They also demonstrate the exploration of ideas and identify alternatives and perspectives. Criterion D: Responding Students are assessed on their ability to reflect critically on their artistic development and processes at different stages of their work. Students intentionally use feedback in their artistic development, which shows an appropriate consideration of their artistic processes.


DESIGN (DESIGN CYCLE/TECHNOLOGY/HOME ECONOMICS) The MYP Design is not only found in the technology and home economics classrooms at King George. It is integrated into various other subjects. The MYP Design challenges all students to apply practical and creative thinking skills to solve design problems, encourages students to explore the role of design in both historical and contemporary contexts and raises students’ awareness of their responsibilities when making design decisions and taking action. This is accomplished through the Design Cycle, a tool that provides the methodology used to structure the inquiry. There are 4 stages in the Design Cycle (Investigate, Plan, Create, and Evaluate). The following is a list of some of the aims of MYP Design. Students are encouraged and enabled to:

Develop knowledge, understanding and skills to design and create solutions to problems using the design cycle

Use and apply technology effectively as a means to access, process and communicate information

Appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts

Act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

ASSESSMENT:

Criterion A: Inquiring and Analyzing Students are assessed on their ability to explain and justify their need for a solution to a problem. Criterion B: Developing Ideas Students are assessed on their ability to present feasible design ideas, which can be correctly interpreted by others. They create a planning drawing/diagram which outlines the main details for making the chosen solution. Criterion C: Creating the Solution Students are assessed on their ability to outline and follow a plan, which considers the use of resources and time. Students also list any changes made to the chosen design and plan. Criterion D: Evaluating Students are assessed on their ability to outline the success of their creation and how it can be improved.


Diagram 2


Diagram 3 THE IB LEARNER PROFILES

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB Learner Profile represents 10 attributes that can help individuals and groups become responsible members of local, national and global communities.

Attribute Description

Inquirer We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinker

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicator

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-Minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Taker

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


DIAGRAM 4 APPROACHES TO LEARNING Through an emphasis on Approaches to Learning (ATL) skills and making the learning of skills a priority, the MYP supports the development of lifelong learners. The ATL categories focus on specific skills students need to develop in order to “learn how to learn”. The aim of ATL is to produce self-regulated learners who have been explicitly taught the skills of effective thinking and learning, from information processing to managing emotions. These skills help students become successful learners both independently and when working with others. They are explicitly taught throughout the various subject areas. The IB programme will share five broad skill organizers for ATL: communication skills; research skills; self-management skills; social skills; and thinking skills.

ATL SKILL CATEGORY

MYP ATL CLUSTERS

COMMUNICATION COMMUNICATION

SOCIAL COLLABORATION

SELF-MANAGEMENT

ORGANIZATION

AFFECTIVE

REFLECTION

RESEARCH

INFORMATION

LITERACY

MEDIA LITERACY

THINKING

CRITICAL THINKING

CREATIVE THINKING

TRANSFER


DIAGRAM 5

INQUIRY AS ACTION Central to the philosophy of the MYP and the development of learner profile attributes is the principle that purposeful structured inquiry is a powerful vehicle for learning. It promotes meaning and understanding and challenges students to engage with significant ideas. In the MYP, students investigate significant issues by formulating their own questions, designing their own inquiries, assessing the various means available to support their inquiries, and proceeding with research, experimentation, observation and analysis that will help them to find their own responses to the issues. The starting point is students’ current understanding; the goal is the active construction of meaning by building connections between that understanding and new information and experience derived from the inquiry into new content.

Students will be actively involved in their own learning by making use of the Design Cycle. The Design Cycle aims to provide the means and context to help students become skillful problem solvers. The Design Cycle is a model of thinking to help students investigate problems through designing, planning, creating and evaluating the products or solutions that they generate. The structure of the Design Cycle essentially involves solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual and practical skills. It is valuable for reinforcing and integrating skills learned in other disciplines and fosters awareness of the social and ethical implications of technological development. STAGES DESCRIPTION

INVESTIGATE STUDENTS RESEARCH INFORMATION RELEVANT TO THEIR TOPIC. THEY KEEP TRACK OF THE SOURCES OF INFORMATION.

PLAN THE STUDENTS CREATE SEVERAL FEASIBLE DESIGNS FOR THEIR

PROJECT. THEY MAKE A LIST OF SUPPLIES THEY WILL NEED AND

WRITE OUT THE STEPS REQUIRED TO COMPLETE THEIR PROJECT.

CREATE WHILE FOLLOWING A TIME PLAN, STUDENTS CREATE THEIR

PROJECT. AS THEY ARE CREATING, STUDENTS DOCUMENT

CHANGES THAT ARE NEEDED TO BE MADE.

EVALUATE THROUGHOUT THE PROCESS OF THE DESIGN CYCLE, STUDENTS

EVALUATE THEIR PROCESS AND EXPLAIN HOW THEIR PROJECT

COULD BE IMPROVED.


Diagram 6

ASSESSMENT IN THE MYP The MYP model of assessment is described as criterion-related, as it is based upon international pre-determined criteria that all students have access to before beginning any task. The MYP has identified objectives for each subject, which are directly related to the assessment criteria for that particular subject. The level of student success in reaching the objectives of each subject are measured in terms of “levels of achievement.” These are described in each assessment criterion of that subject. Each subject has four assessment criteria (A, B, C and D) and each criterion is on an 8 point scale. Please note that an achievement level is not seen as being ‘out of 8.’ Rather, there are specific descriptors for each achievement level that outline the students’ current level of performance. Please refer to the pages in Diagram 1 with Course Descriptions for the specific criterion for each subject.

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